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not onlythe development of their linguistic competence but that of their pragmatic competence aswell.”(Chen Xinren, 2009:202)Koike (1989) also points out that the native speakers often forgive grammaticalerrors existing in phonological, syntactic or lexical factors which are made by foreignspeakers, but they are less likely to forgive their pragmatic failure, because nativespeakers often regard these failures negatively as boorishness or rudeness. Furthermore,if a listener is lack of pragmatic competence in communication, he will be unable tocomprehend the real purpose of the speaker’s utterance because decent communicationdepends not only on students’ linguistic competence, but also on their pragmaticcompetence.

Chapter Two Literature Review

In Chen Xinren’s view (2009), he says what we term pedagogical pragmatics andinterlanguage pragmatics, both of which place the development of pragmatic competencein the central position. So from his words, we know the importance of pragmaticcompetence and it has been recognized as an important element in assessing a successfulEnglish learner. As we known, if we want to communicative with native speakerseffectively, not only depending on linguistic competence but also being equipped withpragmatic competence to refrain from pragmatic failure and have smooth and successfulcommunication. Since pragmatic competence is so important and indispensable, what’spragmatic competence? In this chapter, a brief introduction of studies on pragmaticcompetence is given, theoretical models of related issues are expounded, and the studieson pragmatic competence abroad and at home are reviewed.

2.1 Definition of Pragmatic Competence
Pragmatic competence is one of most important terms and concepts proposed afterlinguistic competence and communicative competence, which has a rapidly growing inpragmatics. But what is pragmatic competence? Different definitions are proposed fromdifferent starting point and view by scholars.Pragmatic competence defined by Chomsky (1980:225) refers to the ability to“place language in the institutional setting of its use relating intentions and purposes tothe linguistic means at hand.”Thomas defined it as the ability to use language effectively in order to achieve aspecific purpose and to understand language in context. (1983:94). She defines it bycontrasting to grammatical competence. On the basis of her research, pragmaticcompetence is composed of two aspects which are pragmalinguistic competence andsociopragmatic competence. The former competence is that combined with a certaincontext, learners can create well-formed expression to express one’s intentions and apply the grammatical knowledge to understand its functional meaning appropriately andaccurately. Sociopragmatic competence refers to the ability to perceive the conversations’different social and cultural backgrounds, values and identities. That is to say, the speakershould pay attention to the different social identities between himself or herself andhearers in order that he or she can choose an appropriate kind of linguistic form toconvey his or her intention smoothly.

Chapter 3 Research Design.......... 30-34
    3.1 Research Objectives and Questions.......... 30
    3.2 Research Subject.......... 30-31
    3.3 Research Method and Procedur.......... 31
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